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WebQuests

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Title: WebQuests


1
WebQuests
  • Linda R. Desnoyers
  • Assistant Professor
  • Hudson Valley Community College

2
WebQuest Presentation Goals
  • Define the WebQuest concept and explain how it
    fits into the realm of educational practice.
  • Describe how cooperative learning, real life
    scenarios, and integrationing it into a course
    can be part of a WebQuest.
  • Describe the critical components and assignments
    for a WebQuest project and how to interlace them
    into your course.
  • Discuss various WebQuest topics and create a
    template for your own WebQuest.

3
As Educators we may
  • Reflect on what has been successful and what has
    seemed lacking
  • Try to think of new ways to introduce topics.
  • Wonder how to get students to engage in
    higher-level thinking and
  • Want to develop authentic learning products that
    share with the real world

4
Hx and Definition of WebQuests
  • Developed early 1995 by Bernie Dodge and Tom
    March
  • The WebQuest Page at http//webquest.sdsu.edu/webq
    uest.html

5
So Why WebQuest?
  • Students go beyond fact-finding.
  • It focuses on using information constructively
    rather than just having the students look for it
  • The problem is real world needs a genuine
    and reasonable solution
  • It asks students to analyze a variety of
    resources which you choose. Students use
    resources such as URLs on the internet, authors
    of text , publications and experts who are often
    quite accessible
  • Once they access the resources available it asks
    them use their creativity and critical-thinking
    to derive solutions to a problem.

6
What do WebQuests do for
  • Student Motivation and Authenticity
  • Developing thinking skills
  • Cooperative learning
  • Process and Access

7
Student Motivation and Authenticity
  • WebQuests use strategies to increase motivation
  • A central question is used that needs answering
  • Directly relevant to the course or curriculum and
    combined with real life scenarios
  • Students are given real resources to work with
    rather than dated textbooks.
  • They can directly access experts, search
    databases, gather and exchange information within
    a group.

8
Developing thinking skills
  • Built into WebQuest process is the strategies of
    cognitive psychology and constructivism.
  • The questions posed to student cannot be answered
    simply by collecting and spitting back
    information.
  • The WebQuest forces students to transform
    information into something else.
  • Helping or guiding the students to come up with
    their own answers by breaking down the task into
    meaningful chunks.
  • Some call it scaffolding, prompting, redefining,
    procedural facilitation this has been shown to
    facilitate more advance thinking.

9
According to Dodge
  • Three types of scaffolding are in a WebQuest
  • Reception allows us to put students in touch of
    resources that they might not have seen before.
  • Transformation WebQuests ask students to
    transform what they read into something new.
  • Production WebQuests commonly require students
    to create things they never created before.
  • My Example echoprotocol2.ppt

10
Cooperative learning
  • According to Johnson and Johnson (2000)
  • Positive interdependance Learners perceive that
    they cannot succeed without each other.
  • Promotive interaction (preferably face-to-face)
    Students help teach and applaud each other as
    they wrestle with authentic work.

11
Cooperative learning
  • Individual and group accountability The group is
    held accountable for completing the task, and
    each individual is held accountable for his or
    her part in the process.
  • Group processing Conversation about how to
    improve the groups effectiveness is deliberately
    built into the process.

12
Cooperative learning
  • Students take on roles in small groups. Each
    student has input. This tends to promote
    motivation.
  • The learners divide and conquer to master all
    aspects of the topic and project.
  • The students develop expertise in one area and
    bring to their peers a contribution for the
    complete picture.
  • The students at the later stage of the project
    gain the overall understanding of the topic.

13
Process and Access
  • It is important to clearly integrate the WebQuest
    to previous and subsequent activities so that the
    WebQuest is not an isolated experience
    disconnected from the rest of the course or
    curriculum.
  • It also helps students to begin to use the Web
    for learning.
  • WebQuests direct a more responsible use of the
    internet.

14
Long versus Short WebQuests
  • Short Term WebQuests
  • Good for introducing new information and making
    sense of it.
  • Can be completed in one to three class periods.
  • Long Term WebQuests
  • Good for extending and refining knowledge. Good
    for bring students to a higher order of thinking.
    A learner would have analyzed a body of knowledge
    deeply, transformed it in some way, and
    demonstrated an understanding of the material by
    creating something that others can respond to,
    on-line or off.
  • Can be completed between one week or a whole
    semester.

15
Critical Components of WebQuests
  • Introduction
  • Task
  • Resources
  • Process
  • Guidance
  • Evaluation
  • Conclusion

16
Introduction
  • Sets the stage orientates the learner to what
    is coming.
  • http//projects.edtech.sandi.net/staffdev/building
    blocks/p-index.htm

17
Task
  • Its all about what we ask the students to do
    with the information.
  • It is a description of what the learner will have
    done at the end of the exercise .This is a
    product that they will produce.
  • http//projects.edtech.sandi.net/staffdev/building
    blocks/p-index.htm
  • WebQuest Taskonomy
  • http//webquest.sdsu.edu/taskonomy.html

18
Task Examples
  • A position to be formulated and defended such as
    an ethical dilemma
  • A product that you would like your students to
    designed
  • A complexity to be analyzed
  • Personal insight to be articulated
  • A summary to be created, persuasive message or
    journalistic account to be crafted
  • A problem or mystery to be solved
  • Anything that requires the learners to process
    and transform the information

19
Resources
  • What the students are to consider to accomplish
    the tasks
  • Documents, experts available via e-mail,
    searchable databases on the net, video
    conferences, books and other documents physically
    available in the learners setting.
  • If you use Blackboard or your Faculty Web Site,
    you need to provide active links.
  • The URLs for the links should also be given so
    that students could use a paper copy to complete
    the WebQuest

20
Process and Guidance
  • The steps the learner should go through in
    accomplishing the task.
  • Timelines, writing requirements, bibliography
    requirements, concept maps, cause-and-effect
    diagrams etc.
  • Break it down into clearly described steps
  • There should be some guidance on how to organize
    the information acquired.
  • You can give them some strategies for dividing
    the task into subtasks, descriptions of roles to
    be played or perspectives to be taken by each
    learner.
  • You can use this space to give learning advice or
    interpersonal process advice. (How to brainstorm)
  • http//projects.edtech.sandi.net/staffdev/building
    blocks/p-index.htm

21
Evaluation and Conclusion
  • We need to be able to measure results.
  • You should use a rubrics . Students usually ask
    if there is going to be common grade or
    individual grades.
  • http//projects.edtech.sandi.net/staffdev/building
    blocks/p-index.htm
  • A conclusion which will bring closure to the
    quest. The final word. It usually summarizes the
    experience, reminds the learners about what
    theyve learned, and perhaps encourages them to
    extend the experience to other domains.
  • http//projects.edtech.sandi.net/staffdev/building
    blocks/p-index.htm

22
Summary - Design Steps  
  • Become familiar with resources online in the
    content area you plan to use. Master a Search
    Engine!
  • Organize the resources into categories (e.g.
    databases, reference material, and people.)
    Dont lose what you find!
  • Describe the steps the learners should go
    through. A lot of detail and care should go into
    this. This will also allow you to see how the
    lesson flows. Create a problem or scenario and
    place it within the introduction, write the
    WebQuest with the student as the intended
    audience. Prepare and hook the reader.
  •      

23
Summary - Design Steps
  • Describe clearly what the end result of the
    learners activities will be. Take your learners
    to task!
  • Create a grading system, how will the learners
    performance be evaluated. Be specific if it will
    be a common grade vs. individual grades.
  • Sum it up for them!

24
Feedback from the Class of 2002
  • The following video was made using a structural
    feedback technique. This feedback given by two
    students who were willing to share their ideas
    and answer question about the two WebQuest
    projects they were involved in.
  • This help me to work on some problem areas within
    the WebQuest project to make the project better
    for subsequent classes.
  • Click here.denoyer.avi

25
WebQuest Examples
  • http//www.hvcc.edu/desnolin/projects.html
  • http//webquest.sdsu.edu/matrix.html
  • http//geocities.com/edtechwebquest/
  • http//train.rps205.com/tift2/
  • http//school.discovery.com/schrockguide/museum/we
    bquest.html

26
Additional Resources
  • www.infotoday.com/MMSchools/oct00/march.htm
  • http//www.iste.org/LL/archive.cfm
  • Volume 28 (2000-2001) May No. 8
  • Volume 26 (1998-1999) April No. 7
  • http//www.ozline.com/learning/index.htm
  • http//www.macomb.k12.mi.us/wq/wqdmain.htm
  • http//www.hvcc.edu/desnolin/websiteevaluation.ht
    ml

27
Your Assignment
  • Develop a draft of an idea that you would use as
    a WebQuest
  • Create document using all components to a
    WebQuest. Use the template provided as a guide.
    Roughly sketch in the elements. It doesn't have
    to be a completed project.
  • I will hand you out a rubrics. Are You or Arent
    You a WebQuest?
  • Please feel free to contact me if you want me to
    look at your WebQuest.
  • desnolin_at_hvcc.edu or ext. 7706

28
Bibliography
  • Dodge, B (2001). The webquest page. Retrieved
    March 4, 2001, from San Diego State University
    Web site http//webquest.sdsu.edu/webquest.html
  • Dodge, B. (1999). WebQuest taskonomy a taxonomy
    of tasks. Retrieved March 4, 2001, from San Diego
    State University Web site
  • http//edweb.sdsu.edu/webquest/taskonomy.html
  • Dodge, B. (1997) Building blocks of a webquest.
    Retrieved January 20, 2002, from
    http//projects.edtech.sandi.net/staffdev/building
    blocks/p-index.htm

29
Bibliography
  • March, T. (2000). WebQuests for learning Why
    webquests?, an introduction. Retrieved March
    14, 2001, from ozline.com Web site
  • http//www.ozline.com/webquests/intro.html
  • March, T. (2000). Working the web for education
    WebQuests 101 tips on choosing and assessing
    webquests. Retrieved January 31, 2002, from
    MultiMedia Schools Web site
  • http//www.infotoday.com/MMSchools/oct00/march.ht
    m
  • Johnson, D.W., Johnson, R.T. (2001) An Overview
    of Cooperative learning Online. Retrieved
    January 15, 2003 Available http//www.clcrc.com/p
    ages/overviewpaper.html
  • Schrock, K. (2000). Kathy schrocks guide for
    educators. Retrieved November 15, 2001 from
    Discovery School Web site
  • http//www.school.discovery.com/schrockguide/webq
    uest/webquest.html
  • Yodder, M (1999). The student webquest - A
    productive and thought-provoking use of the
    internet. Retrieved January 15, 2003, from
    International Society for Technology in Education
    Web site
  • http//www.lesley.edu/faculty/myoder/webquest.pdf
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